Integração de tecnologias digitais para avaliar a aprendizagem em contexto presencial

Abstract

In general, pedagogical content is not integrated in specific subjects in teacher training courses; they are usually taught in subjects such as Teaching and Research Methodology, and in language internships. Thus, I considered it relevant to propose a study that investigates the possibilities of integrating pedagogical content into specific subjects; not in a decontextualized manner, but rather to connect this content to that established for the course. In this perspective, my main objective in this thesis was to investigate the representations of pre-service teachers on the integration of digital technology to learning assessment. To support the analyses, I discussed the Representation concept, based on research by Bronckart (1999) and Celani; Magalhães (2002). Discussions on the concept of learning assessment, specifically formative assessment, were based on the works of Taras (2007, 2009), Abedi (2010), Wiliam (2010), Cizek (2010), Quevedo-Camargo (2011) and Felice (2011a). Regarding to digital technology, this thesis drew on Warschauer (2007), Prensky (2010), Kervin; Devewianka (2011), Chapelle (2007), Kukulska-Hulme (2015), Chapelle; Voss (2016). In this qualitative case study, I investigated pre-service teachers of the English language course in the Languages and Arts course. To conduct the research, I integrated discussions on the concept of learning assessment and on digital technologies to classroom contents. In the end of the course, the students chose a type of digital technology to create an assessment and assessed their classmates in some activities. The data were collected in the beginning, middle and end of the course, through written narratives and classroom discussions, which were recorded and transcribed. The results of this research showed the students’ need to have contact with both theories and practical activities, such as assessment building, to learn to deal with these themes in their future roles as teachers. Therefore, I sustain the thesis that including pedagogical content such as learning assessment and the integration of digital technologies in the teaching-assessing-learning process in specific content subjects of teacher training courses is possible and necessary, so future teachers learn about these themes in a contextualized way. I believe that studying pedagogical content in specific classes will contribute to future teachers minimizing the gap between theory studied in training courses and content taught in basic education.